Student- and School-Level Predictors of Geography Achievement in the United States, 1994–2018

• In Event: Predictors of Academic Achievement: Evidence From NAEP

Abstract

This paper examines national gaps and trends in geography achievement in eighth grade from 1994 - 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in school geography. These include research-practice partnerships to improve district outcomes, culturally responsive and inclusive curriculum approaches, and preparations for more definitive and necessary causal research.

Authors

• Michael Solem, Texas State University

• Phillip Vaughan, Texas State University

• Corey Savage, American Institutes for Research

• Alessandro De Nadai, Texas State University